Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation

Autor/inn/en	Lowe, M. Sara; Booth, Char; Stone, Sean; Tagge, Natalie
Titel	Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation
Quelle	In: portal: Libraries and the Academy, 15 (2015) 3, S.489-512 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
DOI	10.1353/pla.2015.0030
Schlagwörter	Information Literacy; First Year Seminars; Scoring Rubrics; Statistical Analysis; Librarian Teacher Cooperation; College Faculty; Librarians; Academic Libraries; Research Papers (Students); College Freshmen; Instructional Effectiveness; Library Instruction; California + Suchen Sie Ihr Suchwort? Informationskompetenz; Scoring formulas; Auswertungsbogen; Statistische Analyse; Fakultät; Librarian; Bibliothekar; Bibliothekarin; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Studienanfänger; Unterrichtserfolg; Bibliotheksverzeichnis; Kalifornien
Abstract	The authors conducted a rubric assessment of information literacy (IL) skills in research papers across five undergraduate first-year seminar programs to explore the question "What impact does librarian intervention in first-year courses have on IL performance in student work?" Statistical results indicate that students in courses with greater levels of strategic faculty-librarian collaboration performed significantly better in IL outcomes than those in courses with low collaboration. Intensive librarian course support was not necessary to achieve significant learning gains; these tended to occur when librarians provided initial input into syllabus and assignment design, followed by one or two assignment-focused IL workshops. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01